Welcome, school counselors.

Transcription

1 Welcome, school counselors. This College Resource Manual has been created to provide you with strategies and tools to help you develop academic and career planning programs for students. Gathered in this binder you will find tips, recommendations, checklists, forms, and much more all designed to assist you with building awareness about college and increasing college access among South Carolina s students. Think of this manual as a resource center rather than a stepby-step instruction book. Counselors from across the state submitted ideas and strategies that have proven successful. We encourage you to add to it, change it, and make it your own. These resources should serve as a platform for you to develop your own creative ways of helping students reach their goals and live their dreams.

2 Table of Contents 3 5 SECTION 1 Building a College-Going Culture for All Students Chapter 1: Role of the Counselor in Promoting Career and Academic Planning Communicating Your Role Implementing the Individual Graduation Plan (IGP) 11 Chapter 2: Developing and Communicating a College-Going Mission Creating a College-Going Culture Barriers to Students Postsecondary Aspirations Helping Students Feel Connected to Their School Gaining Faculty, Administrator, and Parent Support Avoiding Jargon, Acronyms, and Buzzwords 19 Chapter 3: Understanding and Working with Diverse Populations Analyzing the Cultural Landscape of Your School Approaches for Working With Diverse Populations Understanding the Need for Sensitivity to Student Situations Communicating the Importance of Goals and Postsecondary Planning Adhering to Ethical Standards for Assisting Low-Income and At-Risk Students SECTION 2 College, Career, and Academic Planning Chapter 4: Engaging Students in Early Career Awareness and Planning Encouraging Early Career Awareness and Planning Strategies to Ease the Transition to High School Using and Analyzing Interest Inventories Planning a Career Center for the School 33 Chapter 5: Guiding Students in Academic Planning Assisting Students in Academic and Extracurricular Planning Helping Students Make Appropriate Course Selections Explaining Nontraditional Course Options Utilizing Online Calendars 1

3 Chapter 6: the Importance of Course Selections, Grades, AND STUDENT ENGAGEMENT Conveying the Impact of GPA on Postsecondary Opportunities Engaging All Students in the College-Going Mission Implementing Career Exploration Activities Chapter 7: College/PostSecondary Choices Exploring the Best Postsecondary Fit for Students Identifying Useful Tools for College Planning Helping Students and Parents Understand College Terminology SECTION 3 Financial Aid and College Applications Chapter 8: Guiding Parents and Students Through Financial Aid Conveying Information About the Financial Aid Process Grants, Loans, Scholarships, and Work-Studies Helping Parents and Students Understand Financial Aid Terminology Evaluating the Total Cost of College Planning a Financial Aid Parent Night Hosting Information Sessions With College Representatives Providing Ongoing Assistance With Financial Aid Chapter 9: Preparing for college admission tests Assisting Students in Preparing for Admission Tests Helping Students Register for the Appropriate Test Test Fees, Fee Waivers, and Modifications for Eligible Students Chapter 10: College Application and admission Helping Students Complete College Applications Collaborating With Teachers, Administrators, and Coaches Monitoring and Meeting Important Deadlines College Application Fee Waivers SECTION 1: Building a College-Going Culture for All Students The chapters included in Section 1 are designed to help you develop an understanding of your role in developing a college-going mission for all students. Additionally, the chapters will guide you in developing approaches for communicating and working with diverse populations to remove barriers to high aspirations and achievement. IN THIS SECTION YOU LL FIND... CHAPTER 1: Role of the Counselor in Promoting Career and Academic Planning CHAPTER 2: Developing and Communicating a College-Going Mission CHAPTER 3: Understanding and Working With Diverse Populations 71 SECTION 4 RESOURCES Articles Counselor Guides and Toolkits Handouts and Worksheets Glossaries 2 3

4 CHAPTER 1: Role of the Counselor in Promoting Career and Academic Planning The role of the school counselor is constantly changing. Many students, parents, and faculty view counseling as little more than offering guidance to students who need it. They do not realize the critical part you play in helping students plan for a successful future. Communicating your role to these audiences will help change this perception and clear up any misconceptions. IN THIS CHAPTER YOU LL FIND Ways to set boundaries for students Tips for communicating with parents Ideas for reaching out to faculty and administrators A to-do list for your next IGP meeting 4 5

5 COMMUNICATING YOUR ROLE On any given day, you might meet with parents, request transcripts, review a stack of personal essays, talk with college admission officers, or all of the above. With so many hats to wear, how do you define and communicate your role as an academic and career planner to students, parents, teachers, and administrators? Defining your role in the academic and career planning process can be difficult. A helpful reference is the National Association for College Admission Counseling s Statement on Counselor Competencies (Resource A1). Communicating Your Role to Students School counselors should demonstrate an ability to counsel students in understanding the full range of educational and career options available to them, including the requirements for achieving success in these pursuits. from Statement on Counselor Competencies by the National Association for College Admission Counseling (Resource A1) One school counselor has had great success through a new Google communication tool. At the beginning of each year, she sends a survey to all of her students, requesting everything from their preferred method of contact to their areas of interest. Communicating Your Role to Parents Parental involvement is essential. When first meeting with parents, it s a good idea to open the meeting with a quick introduction about yourself. Explain your role as an academic and career planner, discuss how you will be involved in helping shape their child s future, and share the How To Help My Child Prepare for College Success handout (Resource C3). When it comes to applying for college, you are the resident expert, and students need to feel welcome to talk with you about their future plans. From the very beginning of your relationship, let students know that you will help them explore their short-term and longterm educational goals. Some students may try to pass their responsibilities on to you, especially in regards to completing college applications. One way to set boundaries is by creating a list of what you will do, what you won t do, and what you expect students to do. Share the Understanding Our Roles handout (Resource C1) and ask students to sign the Student Pledge (Resource C2). Meeting with students face-to-face is the foundation for building a relationship. However, many counselors have had success following up with students through , instant messaging, social media networks like Facebook, and other ways. It helps to connect with students where they are most comfortable, whether it s in your office, online, or both. five TIPS FOR SPEAKING WITH PARENTS AND STUDENTS 1 Explain your role. 2 Make a plan. 3 Oversimplify details. 4 Avoid jargon. 5 Ask questions. During these meetings, some parents do not ask questions. It s better to oversimplify details than to assume that all parents understand the college application process. If it helps, you may want to apologize in advance for covering topics that are already understood. Some parents may also feel uneasy meeting in a school setting. While a face-to-face meeting is preferred, you may have more success communicating with parents by phone, , and social media sites or by posting regular updates on a Web site or a blog. Updating the counselor page on your school s Web site gives you the opportunity to provide your contact information and remind parents about upcoming deadlines. You might even add teaser questions or interesting facts that better articulate your role. Are you having Trouble reaching parents? Try sending an online survey to gather valuable information and find out their preferred methods of contact. 6 7

6 Communicating Your Role to Administrators and Faculty Working closely with administrators and faculty can do wonders in increasing college access. But before the collaboration can begin, you need to ensure that your coworkers understand the critical role you play in helping students go to college. If a teacher or an administrator is confused about how you help students prepare for college, list a few of your daily activities, such as preparing transcripts or writing college recommendation letters. One counselor recommends taking 15 minutes at the beginning of each school year to meet with the principal or vice principal. A quick meeting with a key administrator gives you the opportunity to explain your role, plan a few academic and career programs, and discuss goals for the upcoming year. Implementing the Individual Graduation Plan (IGP) Part of your role as a school counselor involves helping your students map out their journey to graduation. As road maps that guide students toward their education, career, and employment goals, Individual Graduation Plans (IGPs) are indispensable tools for putting students on the right path toward starting their academic or professional career. Here are a few tips for helping students get the most from their IGPs. Professional school counselors are certified/ licensed educators with the minimum of a master s degree in school counseling and are uniquely qualified to address the developmental needs of all students through a comprehensive school counseling program addressing the academic, career and personal/ social development of all students. from The Role of the Professional School Counselor by the American School Counselor Association (Resource A2) Help Students Get the Most From Their IGP Follow the IGP checklist at every meeting. Make sure a parent, a family member, or a guardian is present at all meetings. Use the IGP as a conduit to start a conversation about college. Explain that the IGP is a contract between you, the student, and the parents, and have all parties sign it. Communicate the fact that everything counts, from GPA to course load to extracurricular activities. Align the IGP with class registration whenever possible. For an abundance of IGP materials, check out Berkeley County School District s IGP Toolbox (Resource B1) or online at berkeley.k12.sc.us/ igptoolbox. 8 9

7 CHAPTER 2: Developing and Communicating a College- Going Mission IN THIS CHAPTER YOU LL FIND What if all students truly believe they can do whatever their hearts desire? Developing a college-going mission early in the academic planning process will help students understand that there s a variety of ways for them to get where they want to be. When students walk across the stage for graduation, they should already know what their next steps are. Popular ways to create a collegegoing culture Tips for helping students overcome barriers to college Ideas for how to bring students together Strategies for winning parents and teachers support 11

8 Creating a College-Going Culture By the time students reach high school, the question posed to them should not be Are you going to college? The question should be Which college are you going to? So how do you create an atmosphere where this attitude prevails? You bring visibility to the college-going mission every chance you get. You also set expectations early for students as young as kindergarten. If students understand college to be the most appealing option after high school, they are more likely to work toward reaching that goal. Fostering individual relationships with colleges and universities will also help create a collegegoing culture. If possible, have college admission officers visit your school. Many admission officers have territories. If they know you and your school well, they are more likely to advocate for your students. You can also encourage students to take ownership of South Carolina s colleges and universities by letting them know that a student from another state could likely take their spot. Explain that, unlike many states, South Carolina is not required to accept a specific number of in-state college students. SCHOOL COUNSELOR S TIP One way to keep college top-of-mind for students is making it mandatory for students to create a College Board and SC CAN account. By registering, students will periodically receive news and updates about colleges and universities. They will also have access to timely information about financial aid, scholarships, and more. Popular Ways to Create a College-Going Culture Feature a college of the week during morning announcements. Post a map with college locations on bulletin boards. scholarship deadlines and updates to students, parents, and faculty. Host a career fair or a career day. Start a Wear Your Favorite College T-shirt Day. Institute a Teacher Alumni Day. Partner with a college for a food drive. Encourage faculty to decorate rooms with college memorabilia. Create college teasers: PowerPoint slides with fun facts about colleges for Smart Boards. Invite high school students to mentor younger students about college. Barriers to Students Postsecondary Aspirations There are a number of barriers that keep students from attending college. Recognizing these barriers will help you know how to address such challenges and help students overcome them. Inability to Pay for College Many students feel as though they cannot afford college. For middle school students, start talking about tuition and explain that a 3.0 means money for college in South Carolina. For high school students, let them know that they can save money by attending a two-year community college and then transferring to a four-year institution. five TIPS FOR helping students overcome barriers 1 Reassure students by explaining your confidential relationship. 2 Listen objectively. 3 Discuss challenges and goals. 4 Advocate for students. 5 Meet with students regularly

9 Special Education Challenges Students with learning disabilities and language comprehension challenges may have special privileges. Did you know that some students can have standardized tests read aloud to them? This privilege requires proper approval, and you should work closely with special education teachers and the student s family throughout the process. One of the best ways to help students with special education challenges is by advising them to start advocating for themselves at a young age. For additional information about helping students with disabilities, see the Office for Civil Rights: Fact Sheet (Resource B2). Financial Independence Some students finish high school and go straight into a family business. Other students start working for a competitively paying company after graduation. Either way, the temptation of immediate financial independence can lure some students away from continuing education. It s important to reiterate the benefits of a college education and discuss long-term goals. Low Self-Esteem Low self-esteem is a barrier that many students face where a lack of confidence or a fear of failure prevents the student from ever pursuing college seriously. These students need additional attention early in the academic planning process. Take time out of your day to meet with these students and use positive language to boost their self-confidence. Lack of Awareness and First-Generation College Students Many students are unaware of the financial aid and scholarship opportunities available, especially first-generation college students. When talking with these students, avoid jargon, and do not assume that they know fundamental details about the application process. Familiarize yourself with the College Board s guide, Counseling First-Generation Students About College (Resource B3). HElping students feel Connected to their School A strong school connectedness starts with the faculty. If teachers and administrators show enthusiasm and participate, students will follow their lead. Here are a few ideas for bringing students together: Pep rallies Reciting school pledge or singing school song (younger students) Mentorship programs Effective leadership classes Orientations for new students Fundraising campaigns School service projects Spirit week Field trips to local schools Four ways to encourage first-generation college students 1 Assess interests early. 2 Articulate the benefits of a degree. 3 Involve family members. 4 Discuss financial aid options. First-generation students can come from families with low incomes, or from middle-class families without a college-going tradition. Some have parents who support their plans for higher education; others are under family pressure to enter the workforce right after high school. from Counseling First- Generation Students About College by College Board (Resource B3) 14 15

10 Gaining Faculty, Administrator, and Parent Support Building a college-going culture should be a community effort, not just a schoolwide campaign. However, keep in mind that teachers, administrators, and parents are busy with their own responsibilities. Find ways to make it easy for them to get involved and you will be surprised with the results. Gaining Administrator and Faculty Support You are more likely to increase college access when you have the full support of administrators and teachers. Meeting with key members of your school s administration at the beginning of the year will help you align your goals, whether it s increasing college awareness or improving standardized test scores. Many counselors work closely with teachers throughout the year to incorporate college application tasks into daily lesson plans. For example, if you are working with an English teacher, you might request having students write a college essay. If working with a computer class teacher, you might request time for students to access the SAT or ACT Web sites. It s all about working together for one purpose: increasing college access. Four ways to create counselor-teacher collaboration 1 Include college application tasks in lesson plans. 2 Post important deadlines in classrooms. 3 Plan career awareness guidance lessons. 4 Check-in with teachers often. Hosting a parent night prior to IGP meetings is something that all counselors can do. At the event, try to make parents feel as comfortable as possible and open the floor for questions. One counselor has even planted questions in the audience, just in case parents are too embarrassed to ask What does GPA stand for? or What s the LIFE Scholarship? AVOIDING JARGON, ACRONYMS, AND BUZZWORDS FAFSA, Title I, core curriculum, decoding these are just a few terms that may be completely foreign to someone outside of the academic world. Please remember that most students and parents do not have a solid understanding of the same terminology shared by education professionals. Whenever meeting with students and parents, speak plainly and avoid jargon, acronyms, and buzzwords. For your convenience, we have provided a Glossary of Admission Terms (Resource D1). You may find it helpful to refer to this glossary as you explain key concepts to students and parents. SCHOOL COUNSELOR S TIP Try hosting parentattended events at two different times of the day: one in the morning and one in the evening. The additional meeting time may give parents enough flexibility with their work schedules to attend one of the meetings Gaining Parent Support The benefits of parental involvement in the academic planning process cannot be emphasized enough. Request parents to attend all IGP meetings and work around their schedule whenever possible. Parent resource centers are another excellent way to organize and publicize information about academic planning

11 CHAPTER 3: UNDERSTANDING AND WORKING WITH DIVERSE POPULATIONS If you were to take a sample of your school s population, who would it include? In all likelihood, it would include students of different ethnicities, students with physical or mental disabilities, students with language challenges, and many others. Recognizing that each student s story is unique will help you better understand how to serve the greater student population. IN THIS CHAPTER YOU LL FIND Hands-on approaches to working with diverse populations Tips for collaborating with other counselors Ways to communicate the importance of college Suggestions for advocating for ethical standards 19

12 Analyzing the Cultural Landscape of Your School Understanding the varied cultural landscape of your school will help you meet the needs of all of your students. So what does cultural diversity look like? For most schools, a diverse population includes one or more of the following audiences: Students of different ethnicities Students from different socioeconomic backgrounds Students with physical or mental disabilities Non-English speaking students Students from single-family homes First-generation college students Students from families with abuse in the home Students considered gifted or non-gifted Approaches for Working with Diverse Populations As with all students, the most effective approach to working with culturally diverse students is developing a personal relationship. This may mean inviting a student to meet with you or connecting with a student through another teacher, mentor, or friend. The goal: to gain insight into the student s life so that you can relate to him or her on a personal level. Professional school counselors have the responsibility of working to ensure that all students needs are met. Having the skills necessary to collaborate with students, parents, and school personnel to identify attitudes and policies that impede the learning process, professional school counselors foster increased awareness and understanding of cultural diversity in the school and community. Professional school counselors strive to ensure that all students have the opportunity to maximize their potential in a supportive environment that encourages maximum academic, personal/social and career development. from Working with Diverse Populations by the American School Counselors Association Some counselors have found it helpful to form counseling groups to expose students to different lifestyles and backgrounds. Other counselors work closely with special education and ESL teachers to ensure that all student groups are well served. Understanding the Need for Sensitivity to Student Situations Certain situations may be considered ordinary or normal for some students, while other students are highly sensitive to them. For example, some parents do not want their children to attend college because the parents themselves are overwhelmed by the process. However, if you are sensitive to this situation, you will be able to assuage their fears early in the application process. At some point, you will be faced with a student situation that is challenging and completely new to you. Don t worry there s a good chance that one of your fellow counselors has faced a similar situation. Seek help from other counselors and share your knowledge with each other. Also, if you have not done so already, it may be helpful to engage in some form of sensitivity training. SCHOOL COUNSELOR S TIP Host counseling sessions once a month in your area. Invite other counselors to join you and brainstorm new ways of working with students of diverse populations. One meeting might include sensitivity training. Many culturally diverse students do not have an advocate at home. As a counselor, you can help fill this role. Listen objectively to their postgraduation plans and hold them accountable to their goals. Check in with them periodically to see how they are doing in their classes, and follow up with them about meeting application deadlines

13 Communicating the Importance of goals and Postsecondary Planning Adhering to Ethical Standards for Assisting Low-Income and At-Risk Students There are a variety of ways to communicate the importance of academic and career planning to culturally diverse populations. Here are a few ideas: Invite past high school graduates/current college students to return to school and talk about how they made a plan for college and put their plan into action. Many students learn through example, and hearing older students talk about what it s like to go to college can be a strong influence. Try to work around parents schedules. If possible, provide childcare for an on-site parent meeting by asking older students to watch young children. If it s difficult for parents or guardians to find transportation, speak at a community center with a convenient, centralized location. Provide a translator for non-english speaking families at meetings. Contact your local YMCA or Salvation Army and ask them to provide an informational session about academic and career planning to parents and students who utilize beforeschool or after-school care. Find programs at colleges and universities that invite culturally diverse high school students to attend events on campus. One example is Project Uplift at UNC Chapel Hill, a program designed to enhance the diversity of UNC s undergraduate population. Four goals of forming counseling groups 1 Challenge students perceptions. 2 Create a sense of community. 3 Develop accountability. 4 Pool helpful resources. As a school counselor, you have a tremendous impact on a student s life. After all, you are preparing students for life, not just for the four years after high school. Adhering to ethical standards will ensure that you reach and serve all students fairly, including low-income and at-risk students. Part of adhering to ethical standards means standing up for what is right. If you see a set of circumstances that prevents some students from pursuing their educational and career goals, talk with your administration. It s important to act as an advocator and a leader to create equal access for all students. Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation within one s group identities, with special care being given to students who have historically not received adequate educational services, e.g., students of color, students living at a low socioeconomic status, students with disabilities and students from nondominant language backgrounds. from Ethical Standards for School Counselors by the American School Counselor Association (Resource A3) 22 23

14 SECTION 2: College, Career, And Academic planning The chapters included in Section 2 focus on engaging students in early career awareness and planning, reviewing students past performance to guide the academic planning process, explaining the importance of course selections and grades, and helping students find the right postsecondary fit. IN THIS SECTION YOU LL FIND... CHAPTER 4: Engaging Students in Early Career Awareness and Planning CHAPTER 5: Guiding Students in Academic Planning CHAPTER 6: The Importance of Course Selections, Grades, and Student Engagement CHAPTER 7: College/ Postsecondary Choices 25

15 CHAPTER 4: ENGAGING STUDENTS IN EARLY CAREER AWARENESS AND PLANNING Before ever entering middle school, students need to understand that a solid academic plan positions them in the best possible way for attending college or establishing a career. Engaging students early and often with career awareness and academic planning activities will help them feel excited about their future and ease their transition into high school and college. IN THIS CHAPTER YOU LL FIND Ideas for raising awareness about careers Ways to engage students successfully Strategies to help students adjust to high school Tips for planning a career center 26 27

16 ENCOURAGING EARLY CAREER AWARENESS AND PLANNING Although career awareness in kindergarten may sound a little extreme, it s actually an opportune time to start speaking with students about the range of careers available today. Kindergartners don t need to declare career paths, of course, but they can certainly be introduced to the idea that education not only enriches their minds but also prepares them to join the workforce in the future. Career Awareness in Elementary School The level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school. from The Forgotten Middle by the ACT (Resource A4) Career Awareness in Middle School While career fairs can be effective for middle school students, they can also quickly turn into social hour. It s wise to have students sign up for specific jobs that interest them and then invite professionals in those fields to speak about the knowledge and skills required. Host these sessions at different times of the day to allow students to explore a range of careers. Organizing a successful career fair involves careful planning and public outreach. For complete details, see the Organizing a Career Fair guide (Resource B4). Six steps of planning a career fair 1 Talk with administration. 2 Set the date early. 3 Invite guest speakers. 4 Reserve classrooms. 5 Arrange for refreshments. 6 Send thank-you notes to speakers. When it comes to building career awareness among elementary students, two easy and effective strategies are introducing a Community Helper and hosting a Career Day or Week. By inviting parents and other members of the community to speak at your school, students can see firsthand how math, science, language arts, and other skills are necessary in the workplace. Another popular strategy is a Job Shadowing Day, where students especially older students are allowed to learn directly from professionals in the community. Encourage teachers and school administrators to help you recruit parents, family, and friends who might be interested in hosting students in safe, appropriate, and exciting environments. Since young students are best engaged with hands-on learning experiences, you might ask parents to perform a short skit demonstrating their jobs daily tasks. Ask a real estate agent to measure the room or an engineer to complete a few quick calculations. For older students, you might hold a mock interview, explaining the differences between a good and a bad interview. You might also allow them to research age-appropriate Web sites that explain different job types. No matter how you build career awareness, just remember: make it fun. It s possible to engage students and hold their interest while still addressing questions like How will I ever use algebra in the real world? Once students make the connection between their classes and their potential career, they ll understand how their hard work in school will pay off in the future

17 Strategies to ease the transition to high school using and analyzing interest inventories Studies have shown that the first year of high school often determines a student s success throughout high school as well as later in life. Ensure all freshman students set high expectations for themselves and provide them with the College Planning Calendar (Resource C4). Every conversation with a student should help him or her see the value of an ambitious yet realistic academic plan. It s also imperative you develop strategies to help ninth-grade students adapt to their new academic setting. Plan a field trip for eighthgrade students to visit the high school or have them attend a group IGP kickoff meeting prior to starting school. Once enrolled, monitor these students closely and work with middle school counselors to provide the additional support they may need. Barriers to a Smooth Transition Some students may have a difficult time adjusting to high school. Create small learning communities to help them stay focused on the academic planning process. Encourage parents, teachers, and coaches to stay involved in their students lives, and always be aware of potential outside influences, such as peer pressure, drugs and alcohol, and other common distractions that destabilize the learning environment. Ninth graders are adolescents undergoing the difficult transition from middle school to high school. As they face the social, emotional, physical, and intellectual challeges of this stage of development, it is easy for them to feel overwhelmed, confused, and alone. from Ninth Grade Academies: Easing the Transition to High School by Carrie Cook, Holly Fowler, and Ty Harris (Resource A5) Five best practices of small learning communities 1 Close collaboration with the district 2 Clearly defined learning goals 3 Rigorous curriculum and teaching 4 An inclusive environment 5 Constant program development Interest inventories can help students identify their passions early in the academic planning process and understand how their favorite subjects might eventually translate into a rewarding career. Here are several excellent resources for helping students identify their interests and possible career paths: What s Your Work Type? worksheet (Resource C5) CLUE career workbooks (offered by SCOIS) CLIMB K5 computer program (offered by SCOIS) KUDER assessments PLAN usually offered in the tenth grade Online assessment at explorestudent.org Another helpful tool is a student portfolio. Ask students to track their course changes and determine which courses they enjoyed, which they disliked, and why. By analyzing a student s interests, you ll help him or her see the importance of course selection and how their efforts in middle and high school set the tone for success later in life. SCHOOL COUNSELOR S TIP The ACT s Explore program helps eighthand ninth-grade students discover a variety of postsecondary opportunities and career paths. For more information, visit act.org/explore

18 planning a career center for the school Planning a career center starts with encouraging students to utilize the media center. Most media specialists are thrilled to have an area designated for career awareness and will be happy to help you tap into local and national resources. By planning and organizing a career center, you ll help students narrow their job interests and maximize their opportunities for future job placement. Tips for Planning a Career Center: Know your school s demographics and cater to students needs. Create a computer workstation where students can access career-related Web sites. Contact your local Chamber of Commerce for educational materials. Lobby your PTA for additional funds and support. Ask parents to volunteer their time or donate materials. Make FAFSA and other financial aid information available. Provide books on careers, the interview process, and résumé writing. CHAPTER 5: Guiding Students in Academic Planning Academic planning is about more than course selections and college applications. It s also about helping students align their interests with their educational goals. Starting in the eighth grade, students will establish a road map for their postsecondary aspirations, and you ll serve as an expert guide to help them reach their destination. IN THIS CHAPTER YOU LL FIND Ways to assist in academic planning Ideas for aligning interests with goals At-a-glance descriptions of nontraditional courses Tips for utilizing online calendars 32 33

19 assisting students in academic and Extracurricular planning Helping students make appropriate course selections By the time each student reaches middle school, he or she should already have a clear understanding of what courses to take in the ninth grade. For college admission purposes, most schools focus on the student s performance in the core courses: English, Math, Science, Social Sciences, and Foreign Languages. However, every course counts, especially in regard to earning a diploma, calculating GPA, and qualifying for scholarships. Building on a Student s Interests Although students need to build their college résumés with challenging academic courses, they also need to schedule courses that interest them. Often, a student s interest in a subject inspires him or her to take on a leadership role. For example, a student talented in French might serve as president of the French Club. A student who likes to write might become a yearbook editor. Encourage all students to seek more responsibility in the areas that interest them. Extracurricular Activities When it comes to extracurricular activities, quality is more important than quantity. Most college admission officials and scholarship counselors prefer to see students who are deeply committed to a few select activities rather than students who pad their application with a wide range of hobbies and pastimes or threaten their academics by overcommitting. SCHOOL COUNSELOR S TIP Students need to become intentional in their educational and career development. Ask them to complete the Setting and Reaching Goals worksheet (Resource C6) and show them how a college education will help them accomplish their goals. The best place to start when helping a student register for the appropriate courses is the IGP. Analyze each student s past performance and consider his or her extracurricular activities, civic participation, cultural life experiences, and home environment. When taken together, these and other factors will provide you with a better understanding of the student s capabilities. Finding the Right Balance What defines a rigorous course load? The answer lies in each student s capabilities and varies from student to student. What one student finds overwhelming may not be challenging enough for another. Helping students identify their strengths and weaknesses can improve his or her likelihood of making the appropriate course selections. Remember, college admission officers like to see students challenged, not overburdened. If a student is stretched too thin, he or she may produce poor grades. Help students strike the right balance between being overly ambitious and under motivated it will serve them well in the long run. Four questions to identify students strengths 1 Which subjects interest you? 2 What are your favorite hobbies? 3 Which activities inspire and satisfy you the most? 4 What are your hopes and dreams? 34 35

20 explaining NONTRADITIONAL COURSE OPTIONS Many students and parents don t understand the differences between honors, AP, and other nontraditional courses. Communicate all opportunities available, and let parents know that highly motivated students can earn college credit while gaining valuable postsecondary experience. Dual Enrollment Courses If there s a college or a university in your area, some students may opt for Dual Enrollment courses, where both high school and college credits are earned. Advanced Placement (AP) Courses AP courses offer students an ideal way to earn college credit while attending high school. If interested, students should check college and university Web sites routinely to learn the amount of hours/credits granted for AP Exam scores. CLEP Courses CLEP examinations allow students to earn college credit, especially in courses that students would encounter in the first two years of college. Most CLEP exams correspond to one-semester courses, although some may correspond to full-year or even two-year courses. Honors Courses Honors courses typically cover the same material as college-preparatory courses but in greater depth and at a quicker pace. Although college credit isn t given for these courses, they prepare highly motivated students for the rigors of college. SCHOOL COUNSELOR S TIP Paying for college is a challenge many parents and students face. Be sure to communicate that there are a range of nontraditional courses that save both time and money. Virtual Online Courses Virtual Online Courses combine conventional college classes with greater flexibility. Encourage students to research four-year, twoyear, community, and career colleges that offer online courses in their areas of interest. Middle College Courses Typically an at-risk initiative for prospective first-generation college students, Middle College allows students to complete their entire 11th and 12th grade years on a college campus. UTILIZING ONLINE CALENDARS Online calendars provide a smart, convenient way to help students stay organized and track and share their milestones. Google Calendar, Keep and Share, and Basecamp are three popular ways to post and share crucial college application deadlines. Pick a tool that s intuitive and easy to use for students and parents alike, and keep in mind that this technology changes rapidly. basecamp.com/calendar calendars.net famundo.com google.com keepandshare.com 36 37

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37 Activity #31: Freshman/Sophomore Course Planner Help your student complete the Course Planner worksheet and show it to a guidance counselor for review. FRESHMAN YEAR SOPHOMORE YEAR Fall Semester Spring

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Back to School: Working with Teachers and Schools Starting school each fall is a challenge for the student and parents. The following article offers some valuable suggestions as your child starts a new

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imentor s College Transition Program ensures students successfully transition to and persist in college by matching them with mentors for three years, from 11th grade through the first year of college.

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Student Data Information Packet Letters of Recommendation for Private Colleges/Universities and Scholarships Student Data Packets will be accepted in the Career Center beginning Monday, June 2, 2014 and

SECTION FOUR INSTRUCTIONAL RELATED ACTIVITIES Special Note The contents of this document are subject to constant change and revision. Please refer to the latest version of this document found on the website

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College Planning There are some steps you can take as a ninth- and a 10th-grader to make sure you re on the right track for college. This list will help you navigate the college planning process: 9th Grade

Steps to Becoming an Inclusive Learning-Friendly Environment Description of tool: This tool suggests steps that school staff (or a dedicated team) might take to create a more inclusive, learning-friendly